English Teaching, KATE Journal, English education, English learning, journal

Volume 76 Number 2 Summer 2021

Written By: admin - Jun• 29•21
Volume 75, Number 4

Volume 76 Number 2 Summer 2021

ISSN 1017-7108 (Print) / ISSN 2671-9312 (Online)

English Teaching is an open access journal published by the Korea Association of Teachers of English (KATE). All articles published by KATE are licensed under the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). This permits anyone to copy, redistribute, remix, transmit and adapt the work, provided the original work and source is appropriately cited.

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    Table of Contents
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    A Study of Native English- Speaking Teachers’ Professional Identity in the Korean University Context [Full-Text Available]
    Hannah Ko (Sookmyung Women’s University) / Myonghee Kim* (Sookmyung Women’s University) / *corresponding author, email: kimm@sookmyung.ac.kr


    English Teaching, Vol. 76, Number 2, Summer 2021, pp. 3-23
    DOI: 10.15858/engtea.76.2.202106.3
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스


    [ABSTRACT] Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers’ identity, few studies have explored native English-speaking teachers’ (NESTs’) professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers’ professional identity and practices.

    [KEY WORDS] Native English-speaking teacher, NEST, teacher identity, language teacher identity
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    Investigating L2 Teacher-Student Writing Conferences in a College ESL Composition Classroom [Full-Text Available]
    YiBoon Chang* (Seoul National University) / *corresponding author, email: lemon22@snu.ac.kr

    English Teaching, Vol. 76, Number 2, Summer 2021, pp. 25-55
    DOI: 10.15858/engtea.76.2.202106.25
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A non-native teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students’ background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.


    [KEY WORDS] second language writing, classroom-based writing conference, languaging
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    Learner Initiative Based on Learners’ Turns in a Korean Kindergarten English Classroom [Full-Text Available]
    Soo Kyoung Kwak* (Sookmyung Women’s University) / *corresponding author, email: koreansooky@gmail.com

    English Teaching, Vol. 76, Number 2, Summer 2021, pp. 57-80
    DOI: 10.15858/engtea.76.2.202106.57
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스


    [ABSTRACT] Learner initiative and very young learner talk have not been fully investigated despite the growing recognition of their importance in English education. Therefore, the present study examined the sequential development of talk-in-interaction observed in an after-school English program in a Korean kindergarten classroom by investigating how children contributed their behaviors to class participation using the methodological framework of conversation analysis. Data was collected from one intact classroom interaction between a native teacher and 28 seven-year-old children. The analysis highlighted a noticeable interactional phenomenon, learner initiative, which was revealed through children’s turn position in the Initiation-Response-Follow-up (IRF) sequence. In particular, this study presented evidence that learner initiative could be displayed through learners’ self-selected turns: initiating repair of the teacher’s previous utterance, asking a question, and displaying knowledge of words. These findings were discussed in relation to the view of learners as active agents through the process of interaction and suggested pedagogical implications of very young learners’ classroom interaction.


    [KEY WORDS] learner initiative, IRF, Conversation Analysis, kindergarten, interaction
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    EPIK Teachers’ Beliefs About Language Learning and Teaching Processes [Full-Text Available]
    Hye won Shin (Korea University) / Jiyoon Lee (University of Maryland) / James Brawn* (Hankuk University of Foreign Studies) / Juhyun Do (Jangdong Elementary School) *corresponding author, email: jbrawn67@gmail.com

    English Teaching, Vol. 76, Number 2, Summer 2021, pp. 81-105
    DOI: 10.15858/engtea.76.2.202106.81
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] The present study investigated newly recruited native-speaking teachers of the English Programin Korea (EPIK) with a focus on their individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire wasgiven to 244 EPIK teachers. Analysis of the self-reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner-circle countries withteaching certificates. Results also demonstrated the importance of a teacher’s teaching experience, where subsequent mean-difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching processes. Findings showed that teachers with experience had beliefs aligned with thebest teaching practices. These findings open discussions about the necessity of adequate subsequent support for native-speaking teachers.


    [KEY WORDS] native English-speaking teachers, teaching experience, teacher-education, teacher-beliefs, English program in Korea, EPIK
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    Relationships of Motivational Orientation and Creativity and Their Effects on Writing Performance [Full-Text Available]
    Christopher Lange (Dankook University) / Hyun-Ju Kim* (Dankook University) *corresponding author, email: hyunjukim@dankook.ac.kr


    English Teaching, Vol. 76, Number 2, Summer 2021, pp. 107-130
    DOI: 10.15858/engtea.76.2.202106.107
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스


    [ABSTRACT] Motivational orientation and creativity of students in English as a Foreign Language (EFL) writing courses have recently garnered increased attention in South Korea and around the world. In an effort to advance research in these areas, this study examined relationships involving motivational orientation (intrinsic goal orientation and self-efficacy), creativity, and writing performance. A group of university EFL students (n = 41) in South Korea participated in this study. They were asked to complete questionnaires of intrinsic goal orientation and self-efficacy, take the Torrance Tests of Creative Thinking, and complete a series of writing tasks including a persuasive essay as part of their performance assessment of a writing class, which served as the context of this study. Results showed no significant relationship between motivational orientation and creativity. However, an interaction effect between intrinsic goal orientation and self-efficacy on student writing performance was found. Results are discussed and recommendations are made based on pedagogical implications of these findings.


    [KEY WORDS] intrinsic goal orientation, self-efficacy, motivation, creativity, writing performance
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    English Teaching, Vol. 76, Number 2, Summer 2021, pp. 131-152
    DOI: 10.15858/engtea.76.2.202106.131
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스


    [FUNDING INFORMATION] This work was supported by the Dankook University Research Fund in 2020 (R202000686).

    [ABSTRACT] This study utilized a longitudinal data collection to examine online factors of digital multimodal composing (DMC) preference and measure learner course satisfaction with digital composing modes in an online EFL communication course. The purpose of this research was to involve learners in a process of online, interactive, and multimodal curricular design during emergency remote learning due to the coronavirus pandemic. Innovative online technologies such as a new learning management system and digital educational components were implemented and used to quantitatively examine learners’ acceptance of technology. Korean learner preferences for textual and audio modes of DMC were indicated by Relative Advantage, Perceived Usefulness, and User Satisfaction factors. These factors also indicated an aversion to video-based DMC including video recordings and video responses as well as moderate concern for video conferencing. Qualitative findings revealed student concern for the constructs of Ease of Use and Using Video Modalities when transitioning to new online learning technologies.


    [KEY WORDS] emergency remote learning, EFL, text-based digital composing, video-based digital multimodal composing, technology acceptance model, Canvas LMS, interactive curricular design

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